Lesson 7
Lesson 7
Grammar
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Orally identify common and proper nouns that name people (L.1.1b) Recognize the distinguishing features of a sentence (e.g., punctuation) (RF.1.1a) Read and write Tricky Words (RF.1.3g) Read and understand decodable text in the story “At the Reef” that incorporates the lettersound correspondences taught, with purpose and understanding (RF.1.4a) Ask and answer questions, orally and in writing, about the story “At the Reef,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1)
Talk about the illustrations and details from “At the Reef” to describe its characters, setting, and events (RL.1.7) Read and understand decodable text in “At the Reef” of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10) Use adjectives orally (L.1.1f) Build simple and compound sentences orally in response to prompts (L.1.1j) Identify and use end punctuation, including periods, when writing answers to questions about the story “At the Reef” (L.1.2b)
Use narrative language to describe characters, events, and facts from “At the Reef” (RL.1.3) At a Glance Warm-Up
Exercise
Materials
Minutes
Identifying Proper Nouns Wiggle Cards
5 Wiggle Cards
5
Tricky Word Cards; timer
15
Gran (Media Disk or Big Book)
15
Tricky Word
Tricky Word Baseball Game
Reading Time
Teacher Demonstration: “At the Reef”
Small Group
Reread: “At the Reef”
Worksheet 7.1
20
Take-Home Material
Take-Home Story: “The Swim Meet”
Worksheet 7.2
*
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
49
Advance Preparation For today’s Warm-Up activity, you will show students cards that have phrases on them that they will read and act out. These are called Wiggle Cards, and they can be used any time students seem to need a quick break. You will need to write the following decodable phrases on a card or sentence strips large enough for students to be able to easily read them. 1.
greet a pal
6.
rise and shine
2.
hop three times
7.
hiss like a snake
3.
wave and smile
8.
be a tree
4.
stand in line
9.
graze like deer
5.
sleep
10. stand on heels
In addition, you will play a baseball game to review Tricky Words. Please write the following cards on index cards (or remove them from your Tricky Word Wall) for the review. 1.
a
8.
are
15. to
22. when
2.
I
9.
from
16. do
23. where
3.
no
10. word
17. two
24. why
4.
so
11. were
18. who
25. what
5.
of
12. have
19. said
26. which
6.
all
13. one
20. says
27. here
7.
some
14. once
21. was
28. there
Warm-Up
10 minutes Identifying Proper Nouns
5 minutes
• Remind students that proper nouns name something specific, whether it be a person, place, or thing. Names of people are therefore proper nouns. • Name a female student and ask that student to raise her hand. Point out that there is only one student with that name in the class. The student’s name is a proper noun. • Then say the word girl and ask all the girls in the class to raise their hands. Point out that the word girl refers to many students in the class, not just one. The word girl is not a proper noun. • Repeat this procedure with a boy’s name.
50
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
Wiggle Cards
5 minutes
• Show students a Wiggle Card, have them read it, and let them perform the action on the card. • Continue with the remaining cards.
Tricky Words
15 minutes Tricky Word Baseball Game • Draw a baseball diamond on the board. • Divide the class into two teams, having one team at a time come to line up at the board. (You may choose to have students stay seated and divide the class into teams by the manner in which they are seated.) Each team takes a “turn at bat.” • Set a timer for ten minutes and tell students that whichever team has the most runs when the timer rings is the winning team. Point out that accuracy is important, so they have to be careful reading the words. At the same time, speed is also important, so they must pay close attention. The more turns each team member has to read words, the more likely their team is to score runs. • Show a Tricky Word card and ask the first person on the team to read it aloud. If the word is read correctly, draw a line from home plate to first base, signifying a “hit.” This player then goes to the back of the team’s line, while the next player comes forward to read the next card. If the word is correctly read, draw a line from first to second base. Play continues this way. If the fourth player reads the word correctly, draw a line from third base to home plate and mark “1 run” for the team. Play continues for the team so long as no words are misread; when a word is misread, the next team takes its turn at bat.
Reading Time
15 minutes
Teacher Demonstration: “At the Reef” Previewing the Story • Show students the Table of Contents. Point to the title of today’s story, “At the Reef.”
Page 30
• Remind students that story’s title often provides a clue as to what the story is about. Ask students, “Does anyone know what a reef is?” Tell students that a reef is an underwater ridge or bump made up of sand, rocks, and/or coral in the ocean. A reef can have a lot of different fish and other sea life living around it. • Remind students that Gran is adventurous and likes trying new things. Ask them to make predictions about what she might do at a reef.
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
51
Previewing the Spellings • You may wish to review the following spellings and Tricky Words before reading today’s story.
‘ee’ > /ee/
‘i_e’ > /ie/
Tricky Words
see bees eel reef meet
like Mike ride glide miles smile hive
he she
Previewing the Vocabulary • You may wish to preview the following vocabulary before reading today’s story. 1.
miles—units of distance (If you have a school track, you may tell your students how many times they have to run around it to equal a mile.)
2.
eels—a long fish that looks like a snake
3.
hang glide—a sport where a person is in a harness that it attached to a triangular parachute. (You may wish to show students the illustration on page 33 or another picture of what hang gliding looks like.)
4.
hive—where bees live
Purpose for Reading • Tell students to listen to the story to find out what types of adventures Gran had at the reef. Guided Reading Supports • Use the following guidelines when reading the story out loud to the class. You may wish to use your finger or a pointer to follow the print when reading. Page 30 • “That’s a long ride!” (Point to the quotation marks.) Who remembers what this type of punctuation mark is called? What does this punctuation mark tell readers? • How do you think Gran feels about her long ride? Why? • (Point to the yellow flippers at the back of her bike). What do you think these are sticking out at the back of Gran’s bike? Here’s a hint: they are things people use when they swim in the water.
52
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
Page 32 • . . . the fish and the eels. What does Gran mean when she says she went on a dive? (Point to Gran in the water with her scuba tank and mask. You can also point out the eels.) • . . . fun to hang glide.” Let’s make a prediction: why do you think Mike did not like his hang gliding experience? Page 34 • . . . stung ten times.” Let’s all read this last sentence together as a class. Remember to read with expression. (Point to the words and read the last sentence together.) Wrap-Up • Use the following discussion questions to guide your conversation about the story.
Discussion Questions on “At the Reef” 1.
Evaluative Were there any parts of the story that were confusing to you? (Answers may vary.)
2.
Evaluative Was your prediction correct about what Gran was going to do at the reef? (Answers may vary.)
3.
Literal How far did Gran have to ride her bike? (nine miles)
4.
Literal What did Gran do while at the reef? (dive to see the fish and the eels)
5.
Literal What did Gran’s friend Mike do? (hang glide)
6.
Inferential How did Mike’s hang gliding time go? (It ended poorly when he landed in a hive of bees and got stung ten times.)
7.
Inferential We have used the word adventurous to describe Gran. After today’s story, what other words might you use to describe her? (Answers may vary, but may include healthy, athletic, etc.)
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
53
Small Group
20 minutes Reread: “At the Reef” Note: A reminder that your groups for Small Group time should be fluid, based on how students are progressing. A student needing help one week may be able to work independently the next. Use your Anecdotal Reading Record during this time to note how students are progressing. You may work on other activities based on students’ needs, but please remember that it is important to hear students read aloud on a regular basis.
Page 30
• Distribute Worksheet 7.1. • Explain to students that the worksheet has questions about the story “At the Reef.” • Have students reread the story and answer the questions. Please encourage the students to answer in complete sentences, and to look back at the story if they need help remembering details.
Worksheet 7.1
Group 1: Ask students who are able to do independent work to complete the worksheet on their own. If some students finish early, they can illustrate one of the words or phrases from the Supplemental Materials section from earlier lessons. Write several of these words or phrases on the board or chart paper prior to starting reading. Group 2: Work with students needing more support in rereading the story and answering the questions.
Take-Home Material Take-Home Story: “The Swim Meet” • Have students take home Worksheet 7.2 to read to a family member.
54
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
Grammar
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Orally identify common and proper nouns that name people (L.1.1b) Recognize the distinguishing features of a sentence (e.g., punctuation) (RF.1.1a) Read and write Tricky Words (RF.1.3g) Read and understand decodable text in the story “At the Reef” that incorporates the lettersound correspondences taught, with purpose and understanding (RF.1.4a) Ask and answer questions, orally and in writing, about the story “At the Reef,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1)
Talk about the illustrations and details from “At the Reef” to describe its characters, setting, and events (RL.1.7) Read and understand decodable text in “At the Reef” of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10) Use adjectives orally (L.1.1f) Build simple and compound sentences orally in response to prompts (L.1.1j) Identify and use end punctuation, including periods, when writing answers to questions about the story “At the Reef” (L.1.2b)
Use narrative language to describe characters, events, and facts from “At the Reef” (RL.1.3) At a Glance Warm-Up
Exercise
Materials
Minutes
Identifying Proper Nouns Wiggle Cards
5 Wiggle Cards
5
Tricky Word Cards; timer
15
Gran (Media Disk or Big Book)
15
Tricky Word
Tricky Word Baseball Game
Reading Time
Teacher Demonstration: “At the Reef”
Small Group
Reread: “At the Reef”
Worksheet 7.1
20
Take-Home Material
Take-Home Story: “The Swim Meet”
Worksheet 7.2
*
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
49
Advance Preparation For today’s Warm-Up activity, you will show students cards that have phrases on them that they will read and act out. These are called Wiggle Cards, and they can be used any time students seem to need a quick break. You will need to write the following decodable phrases on a card or sentence strips large enough for students to be able to easily read them. 1.
greet a pal
6.
rise and shine
2.
hop three times
7.
hiss like a snake
3.
wave and smile
8.
be a tree
4.
stand in line
9.
graze like deer
5.
sleep
10. stand on heels
In addition, you will play a baseball game to review Tricky Words. Please write the following cards on index cards (or remove them from your Tricky Word Wall) for the review. 1.
a
8.
are
15. to
22. when
2.
I
9.
from
16. do
23. where
3.
no
10. word
17. two
24. why
4.
so
11. were
18. who
25. what
5.
of
12. have
19. said
26. which
6.
all
13. one
20. says
27. here
7.
some
14. once
21. was
28. there
Warm-Up
10 minutes Identifying Proper Nouns
5 minutes
• Remind students that proper nouns name something specific, whether it be a person, place, or thing. Names of people are therefore proper nouns. • Name a female student and ask that student to raise her hand. Point out that there is only one student with that name in the class. The student’s name is a proper noun. • Then say the word girl and ask all the girls in the class to raise their hands. Point out that the word girl refers to many students in the class, not just one. The word girl is not a proper noun. • Repeat this procedure with a boy’s name.
50
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
Wiggle Cards
5 minutes
• Show students a Wiggle Card, have them read it, and let them perform the action on the card. • Continue with the remaining cards.
Tricky Words
15 minutes Tricky Word Baseball Game • Draw a baseball diamond on the board. • Divide the class into two teams, having one team at a time come to line up at the board. (You may choose to have students stay seated and divide the class into teams by the manner in which they are seated.) Each team takes a “turn at bat.” • Set a timer for ten minutes and tell students that whichever team has the most runs when the timer rings is the winning team. Point out that accuracy is important, so they have to be careful reading the words. At the same time, speed is also important, so they must pay close attention. The more turns each team member has to read words, the more likely their team is to score runs. • Show a Tricky Word card and ask the first person on the team to read it aloud. If the word is read correctly, draw a line from home plate to first base, signifying a “hit.” This player then goes to the back of the team’s line, while the next player comes forward to read the next card. If the word is correctly read, draw a line from first to second base. Play continues this way. If the fourth player reads the word correctly, draw a line from third base to home plate and mark “1 run” for the team. Play continues for the team so long as no words are misread; when a word is misread, the next team takes its turn at bat.
Reading Time
15 minutes
Teacher Demonstration: “At the Reef” Previewing the Story • Show students the Table of Contents. Point to the title of today’s story, “At the Reef.”
Page 30
• Remind students that story’s title often provides a clue as to what the story is about. Ask students, “Does anyone know what a reef is?” Tell students that a reef is an underwater ridge or bump made up of sand, rocks, and/or coral in the ocean. A reef can have a lot of different fish and other sea life living around it. • Remind students that Gran is adventurous and likes trying new things. Ask them to make predictions about what she might do at a reef.
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
51
Previewing the Spellings • You may wish to review the following spellings and Tricky Words before reading today’s story.
‘ee’ > /ee/
‘i_e’ > /ie/
Tricky Words
see bees eel reef meet
like Mike ride glide miles smile hive
he she
Previewing the Vocabulary • You may wish to preview the following vocabulary before reading today’s story. 1.
miles—units of distance (If you have a school track, you may tell your students how many times they have to run around it to equal a mile.)
2.
eels—a long fish that looks like a snake
3.
hang glide—a sport where a person is in a harness that it attached to a triangular parachute. (You may wish to show students the illustration on page 33 or another picture of what hang gliding looks like.)
4.
hive—where bees live
Purpose for Reading • Tell students to listen to the story to find out what types of adventures Gran had at the reef. Guided Reading Supports • Use the following guidelines when reading the story out loud to the class. You may wish to use your finger or a pointer to follow the print when reading. Page 30 • “That’s a long ride!” (Point to the quotation marks.) Who remembers what this type of punctuation mark is called? What does this punctuation mark tell readers? • How do you think Gran feels about her long ride? Why? • (Point to the yellow flippers at the back of her bike). What do you think these are sticking out at the back of Gran’s bike? Here’s a hint: they are things people use when they swim in the water.
52
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
Page 32 • . . . the fish and the eels. What does Gran mean when she says she went on a dive? (Point to Gran in the water with her scuba tank and mask. You can also point out the eels.) • . . . fun to hang glide.” Let’s make a prediction: why do you think Mike did not like his hang gliding experience? Page 34 • . . . stung ten times.” Let’s all read this last sentence together as a class. Remember to read with expression. (Point to the words and read the last sentence together.) Wrap-Up • Use the following discussion questions to guide your conversation about the story.
Discussion Questions on “At the Reef” 1.
Evaluative Were there any parts of the story that were confusing to you? (Answers may vary.)
2.
Evaluative Was your prediction correct about what Gran was going to do at the reef? (Answers may vary.)
3.
Literal How far did Gran have to ride her bike? (nine miles)
4.
Literal What did Gran do while at the reef? (dive to see the fish and the eels)
5.
Literal What did Gran’s friend Mike do? (hang glide)
6.
Inferential How did Mike’s hang gliding time go? (It ended poorly when he landed in a hive of bees and got stung ten times.)
7.
Inferential We have used the word adventurous to describe Gran. After today’s story, what other words might you use to describe her? (Answers may vary, but may include healthy, athletic, etc.)
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
53
Small Group
20 minutes Reread: “At the Reef” Note: A reminder that your groups for Small Group time should be fluid, based on how students are progressing. A student needing help one week may be able to work independently the next. Use your Anecdotal Reading Record during this time to note how students are progressing. You may work on other activities based on students’ needs, but please remember that it is important to hear students read aloud on a regular basis.
Page 30
• Distribute Worksheet 7.1. • Explain to students that the worksheet has questions about the story “At the Reef.” • Have students reread the story and answer the questions. Please encourage the students to answer in complete sentences, and to look back at the story if they need help remembering details.
Worksheet 7.1
Group 1: Ask students who are able to do independent work to complete the worksheet on their own. If some students finish early, they can illustrate one of the words or phrases from the Supplemental Materials section from earlier lessons. Write several of these words or phrases on the board or chart paper prior to starting reading. Group 2: Work with students needing more support in rereading the story and answering the questions.
Take-Home Material Take-Home Story: “The Swim Meet” • Have students take home Worksheet 7.2 to read to a family member.
54
Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
